ABSTRACT
This chapter explains about children with autistic spectrum disorder. It describes some of the difficulties they are likely to meet during the Literacy Hour, and particular strategies which will make sure they can be fully included. Many children with autistic spectrum disorder thrive in the Literacy Hour. A key principle for staff is to try to analyse what the presenting behaviour is saying about the child's difficulties in that specific situation. The most successful outcomes are gained from gaining knowledge of the child. A basic understanding of autism is essential for staff involved with teaching these children. The child will often display the 'knows it one day – but not the next' syndrome, so repetition and patience will be needed. The teacher's expectations of the child being able to complete work independently may be too high. Going back over and repeating work can seem pointless to the child – 'once work is done, it's done'.
